Oakview
Preparatory School of Seventh-day Adventists
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GRADE 8 Pre-March
Mathematics Units 2005-2006 Instructor Mr. Elvis Agard |
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Oakview
Preparatory School of Seventh-day Adventists
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GRADE 8 Pre-March
Mathematics Units 2005-2006 Instructor Mr. Elvis Agard |
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Assessment Rubric
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September
Ratios, Rates, Percentages
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October
Algebra Part 1
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November
Algebra Part 2
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December
Geometric
Relationships
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January
Transformational
Geometry
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February
Mock State Exams
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March
NYS
Examination
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April
Post-March Curriculum
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May
Post-March Curriculum
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June
Post-March Curriculum
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More Internet Resources
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4
= Exceeds the standards (Advanced) |
3
= Meets the standards (Proficient) |
2
= Approaching the standards (Developing) |
1
= Below the standards (Latent) |
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- = Novice |
Ö = Apprentice |
+ = Practitioner |
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Knowledge |
Student is unable to attain
and communicate the necessary information or shows little initiative to try. |
Student shows willingness to
learn the information, but is unable to meet the minimum requirement of 70%
on assignments. Inconsistently meets the standards. |
Student scores a minimum of
70% on tests, presentations, worksheets and projects, or a rating of
proficient on a scoring guide. Consistently meets the standards. |
Student demonstrates in-depth
knowledge and consistently scores above 90% on assignments, or a rating of advanced
on a scoring guide. Consistently exceeds the standards. |
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Skills |
Student fails to attain or demonstrate
the required skills to a minimum level and shows minimum initiative to learn. |
Student partially demonstrates
the required skill or unable to master the skill on a consistent basis. |
Student can demonstrate the
required skill a minimum of three times or on a consistent basis, or a rating
of proficient on a scoring guide. |
Student demonstrates the
required skill at an exceptional level in a self-directed manner, or a rating
of advanced on a scoring guide. Consistently exceeds the standards. |
The Five
Process Strands (how all mathematical content is taught)
Problem
Solving Strand (PS) Students will:
Ÿ
build
new mathematical knowledge through problem solving;
Ÿ
solve
problems that arise in mathematics and in other contexts;
Ÿ
apply
and adapt a variety of appropriate strategies to solve problems;
Ÿ
monitor
and reflect on the process of mathematical problem solving.
Reasoning and
Proof Strand (RP) Students will:
Ÿ
recognize
reasoning and proof as fundamental aspects of mathematics;
Ÿ
make
and investigate mathematical conjectures;
Ÿ
develop
and evaluate mathematical arguments and proofs;
Ÿ
select
and use various types of reasoning and methods of proof.
Communication
Strand (CM) Students will:
Ÿ
organize
and consolidate their mathematical thinking through communication;
Ÿ
communicate
their mathematical thinking coherently and clearly to peers, teachers, and
others;
Ÿ
analyze
and evaluate the mathematical thinking and strategies of others;
Ÿ
use
the language of mathematics to express mathematical ideas precisely.
Connections
Strand (CN) Students will:
Ÿ
recognize
and use connections among mathematical ideas;
Ÿ
understand
how mathematical ideas interconnect and build on one another to produce a
coherent whole;
Ÿ
recognize
and apply mathematics in contexts outside of mathematics.
Representation
Strand (R)
Students will:
Ÿ
create
and use representations to organize, record, and communicate mathematical
ideas;
Ÿ
select,
apply, and translate among mathematical representations to solve problems;
Ÿ
use
representations to model and interpret physical, social, and mathematical
phenomena.
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Unit Title |
Ratios, Rates, Percentages |
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Text |
McDougal Little
Middle School Math Course 3 |
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Strand Addressed |
Number Sense and
Operations (with focus on operations & estimation) |
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Unit Objectives (Students will…) |
Content: Ÿ
Read,
write, and identify percents less than 1% and greater than 100% Ÿ
Apply
percents to: Tax, percent increase/decrease, simple interest, sale price,
commission, interest rates, and gratuities Ÿ
Estimate
a percent of a quantity, given an application Ÿ
Solve
equations/proportions to convert to equivalent measurements within metric and
customary measurement systems. Note: Also allow Fahrenheit to Celsius and
vice versa |
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Attitudinal: Ÿ
Appreciate
that proportions are necessary to everyday life e.g. recipes, clothing sizes Ÿ
Be
willing to learn how to correctly apply proportions to real life |
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Process: Ÿ
Make
connections between proportions and the real world. Ÿ
Understand
that some forms of representing proportions are more efficient than others
depending on the situation Ÿ
Work
in cooperative groups to solve proportions problems |
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Resources |
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Internet |
Harcourt
Learning Site Activities http://classzone.com/books/msmath_3/ Chapter 7: Ratio,
Proportion, and Percent |
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eTutorial Plus Online Ÿ
eWorkbook Plus Online Ÿ
Parents as Partners (pdf) Ÿ
Audio Summaries
Transcripts Ÿ
Road Trip Activity Ÿ
Flipcard Activity |
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More Examples Ÿ
Test Practice Ÿ
Problem of the Week Ÿ
Activity of the Month Ÿ
Project Support |
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Ÿ
Ratios, Rates and Percentages
Movies |
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Textbook |
Problem
of the Day |
Per lesson |
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Intervention |
Ÿ
Corresponding activities
and exercises from the Mathematics in Action Series with recommended
private turoring |
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Enrichment |
Ÿ
Chapter 7 Resource Book -
Activities and
Applications -
Projects |
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Enrichment |
Level
4-6: Mathematics Activities for Elementary Classroom (KSAM) Publisher: Curriculum Associates |
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Bouncing Ratios |
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Writing |
TE pg 315 |
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Technology |
Online Math Quizzes |
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NB: Mandatory portfolio items are in bold. Strands addressed are
shaded grey. |
Standards
by CONTENT
STRANDS |
Standards
by PROCESS
STRANDS |
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8N3 |
8N4 |
8N5 |
8N6 |
8M1 |
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PS |
RP |
CM |
CN |
R |
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Lesson 7.1 Ratio and Rates |
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Lesson 7.2 Writing and Solving
Proportions |
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Lesson 7.4 Fractions, Decimals, and
Percents |
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Problem Solving Activity |
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